Teaching young learners lexically
We’re very pleased to be able to offer you another in our series of occasional guest posts by teachers and
Read more.24th July 2019
A different kind of Beginner-level book 4: a spiralling syllabus
A spiralling syllabus is NOT just about grammar Hopefully, you’ll have read our previous post on a spiral syllabus. In
Read more.9th June 2019
Grammar curiosities 10: be going
Following on from my previous post on the present continuous, I pose this question – isn’t be going to actually
Read more.23rd May 2019
A different kind of Beginner-level book 3: choosing which vocabulary to teach
Making choices about vocabulary: teaching what’s relevant to most students, responding to individuals In our last post, we looked at
Read more.13th May 2019
A different kind of Beginner-level book 2
Just enough grammar and a spiral syllabus In our last post on teaching beginner-level students, we stated this principle: While
Read more.28th April 2019
A different kind of Beginner-level book 1
If that’s what it’s not, what is it? My post about the Beginner syllabus and short answers with auxiliaries has
Read more.8th April 2019
In Memoriam: Remembering Michael Lewis
Like many of you, my first encounter with Michael Lewis came via his seminal 1993 book The Lexical Approach: The
Read more.31st March 2019
Why don’t we teach more grammatical chunks at low levels?
One of the curiosities of the dominant grammar syllabus at low levels is that certain ‘higher-level’ grammar does occasionally creep
Read more.28th March 2019
Grammar curiosities (and some nonsense) 9: the present continuous
It is curious how grammar is sometimes divided up. For example, while most teachers nowadays are quite happy to section
Read more.6th March 2019
Grammar nonsense (and some curiosities) 8: short answers and auxiliaries
Following on from the previous post about the way the syllabus in most Beginner-level books is constructed, one of the
Read more.25th February 2019